Vocabulary Development Chapter 7 Cindy Lee ECE 682

Ludwig Wittgetstein “The limits of my language are the limits of my mind. All I know is what I have words for”

Is it Comprehension or Vocabulary? ◎ They are warm nice people with big hearts. ◎ When you encounter new vocabulary words without background knowledge you struggle to comprehend. ◎ They are humid pre-possessing homosapiens with full size aortic pumps.

Facilitating Vocabulary Development ◎ Closely reading to understand connotative meaning and figurative language ◎ Unravel author's intent by looking at word choice ◎ Model a love of learning of new and rich vocabulary

Facilitating Vocabulary Development ◎ Process words “deeply and repeatedly” ◎ Students need to “own” the word in order to understand use it in different contexts. ◎ Less memorizing and more meaningful, engaging, collaborative learning experiences ◎ Be an activity that is enjoyable for students of all ages so they will find joy in learning new words

Vocabulary & Reading (Comprehension) ◎ Strong correlation between vocabulary knowledge and comprehension ◎ Word knowledge is the greatest predictor of reading comprehension ◎ Oral language skills in preschool predict future reading skills

Vocabulary Development ” ◎ By age 3, children from privileged families have been exposed to 30 million more words than underprivileged ◎ Advantaged children enter first grade knowing 20, 000 words and disadvantaged only 5000

Let’s Practice ◎ “I need to inflate the balloon. ” ◎ “Watch the yellow duckling go swoosh as it submerges its head into the water. ” ◎ ““I need to blow up the balloon. ” ◎ “Watch the yellow ducky put its head into the water.

Categories of Words Tier One Used in daily conversations House Run Car Outside Tier Two Less common but interesting words - teachers should use and explicitly teach Persuade Parched Exhausted Perimeter Tier Three Content Specific Technical Words Isotope Revolutionary

Phonological - Morphology Refers to the pronunciation of a work Study of different morphemes (smallest unit- root, prefix or suffix) Orthographic Spelling of a word Semantic refers to the meaning of a work in various contexts Syntax How it is used in a sentence

Building Vocabulary ◎ Life Experiences -Children and adults constantly learn new words through new experiences. ◎ Vicarious experiences - viewing educational programs and reading a variety of texts, including those on the Internet. These forms of media take students places they have not visited in person. ◎ Lehr, Osborn, and Heibert (2005) estimate that students learn approximately 3, 000 new words each year through life experiences and vicarious experiences ◎ Explicit instruction - most students can easily learn eight to ten words per week through explicit instruction

Explicit Instruction ◎ Be a cheerleader as students pronounce new words ◎ Provide many opportunities for students to practice fluent pronunciation ◎ Explain it by naming a familiar synonym or by linking it to a concept the students understand ◎ Explain how the word is used different situations

Explicit Instruction - Tier Two Words 1. Give an explanation or example of the word but not the definition 2. Determine prior knowledge and explain prefix suffix and/or root word 3. Have students generate examples of their own 4. Have students draw an illustration of the word 5. Add words to student’s personal dictionary 6. Allow students to play games to reinforce meaning

Explicit Instruction - Tier Three 1. Be selective in word choice 2. Provide multiple exposures to word 3. Have students infer meaning by looking for context clues and word parts (prefix/suffix/root words) 4. Use vocabulary maps and word association 5. Have students analyze the morphemes of the words 6. Teach multiple meanings of words

Struggling Learners 1. Help students develop a love or words through word play. . 2. Deliver rich instruction by teaching words they need to know to understand a passage, 3. Teach strategies so students can decipher new words as they encounter them. Teach word parts (prefix, suffix, root word) and how to use dictionaries or glossaries. 4. Engage students actively in a wide range of texts by providing literature circles, guided reading groups, shared reading, and book clubs.

English Language Learners ◎ ◎ ◎ ◎ Engaging and meaningful learning experiences Provide time for collaborative and fun games Facilitate teamwork for a risk free environment Vocabulary instruction should build from one grade to the next Teach high frequency words & academic words Teach inferencing strategies Provide real life examples Facilitate reading and activities to provide exposure to new words

Informal Assessment ◎ Observation & Conversations ◎ Students should “own” word and explain fully in their own words ◎ Sort and categorize pictures ◎ Checklist/Cloze/Maze/synony m

Formal Assessment ◎ Peabody Picture Vocabulary assess receptive choosing from 4 pictures ◎ Expressive Vocabulary Test ◎ Standard Achievement Tests ◎ Group Diagnostic Tests ◎ Individual Diagnostic Reading Tests

Intervention - Strategies & Activities Vocabulary Bookmark Language Gesalt Reptiles predator, python, anaconda, black mamba, cobra, alligator, crocodile, gecko, chameleon, iguana, lizard, tortoise, turtle Word Box Have a box that students can put words they come across during reading they do not know and then explicitly teach those words

Language Experience Approach Wordless books Good for students with limited language exposure Point out pictures and introduce new words Science Experiment or Activities related to Text EX- plant lima beans and discuss various vocabulary (Root, sprout, embryo) Listening Walk “In the hallway, I hear ______ _ and ______ _. ” “Outside my school, I hear ______ _ and ______ _. ”

Total Physical Response

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